THIS IS A LONG TERM SUB POSITION that is expected to start on 12/7/22 and end on 6/22/23. Please note, all substitute teachers are hired as per diem subs, even when placed in long term assignments. All substitutes begin at the per diem rate of pay. Ostiguy High’s mission is to provide a safe, sober, and supportive school based environment in which youth impacted negatively by drugs and alcohol can develop the skills and strengths needed for academic, personal, vocational, and community success. Ostiguy values talented educators who are able to work cross functionally as part of a collaborative team in a small school, alternative education environment.Boston Public Schools seeks an exceptional BIOLOGY TEACHER who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.REPORTS TO: PrincipalRESPONSIBILITIES:Implement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development.Provide small-group instruction to students diagnosed with from moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development.Provide needed accommodations for student learning and testing when required. If needed, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development.Collaborate as a team member within school building in supporting other staff members to respond to student needs for modification.Provide assistance to transition to adult living services as appropriate.CORE COMPETENCIES: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:Accountability for Student Achievement(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that that all students can master challenging material through effective effortAssesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacksPassionate and optimistic about their students, their content, and the teaching professionCommunicating Content Knowledge(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)Demonstrates mastery of and enthusiasm for content area and the pedagogy it requiresDemonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standardsCan convey content in creative and engaging ways that align to standardsEquitable & Effective Instruction(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic workUses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participationBuilds a productive learning environment where every student participates and is valued as part of the class communityCultural Proficiency(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respectedParent/Family Engagement(III-A-1. Parent/Family Engagement)Engages with families and builds collaborative, respectful relationships with them in service of student learningProfessional Reflection & Collaboration(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and developmentSeeks to participate in and contribute to a collaborative adult learning community.QUALIFICATIONS__REQUIRED:Education: Hold a Bachelor's degree.Hold a Massachusetts Teaching License in the appropriate content area and Moderate Disabilities for the appropriate grade level.Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.QUALIFICATIONS__PREFERRED:Hold either ESL License at the appropriate level or SEI Endorsement.Experience teaching in urban schools.Degree in Special EducationBPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).TERMS: BTU, Group IPlease refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: https://www.bostonpublicschools.org/Page/6571. To see the bell schedule for every BPS school, go to: https://www.bostonpublicschools.org/Page/7017. Please note, these times may be subject to change prior to the start of the school year.The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

***This school has been designated as a Level 4 school by the State of Massachusetts. This designation allows districts to utilize the new tools granted in the landmark education reform law that was passed in 2010 to provide additional services for these schools. Some of these tools will allow for extended time and extra compensation where needed. ***Boston Public Schools seeks an exceptional Vocational Tech Teacher who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.Reports to: Principal/Head of SchoolResponsibilitiesTeach: Dental AssistingProvide a vocational technical course of study that is aligned to state curriculum frameworks and meets the learning needs of the students and maintains a safe learning environmentBe in alignment with vocational technical skills and content embodied in the school's curriculum map to achieve equitable student outcomesEarn and/or maintain all required licensureCore Competencies: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:Accountability for Student Achievement(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effortAssesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacksPassionate and optimistic about their students, their content, and the teaching professionCommunicating Content Knowledge(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requiresDemonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standardsCan convey content in creative and engaging ways that align to standardsEquitable & Effective Instruction(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic workUses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participationBuilds a productive learning environment where every student participates and is valued as part of the class communityCultural Proficiency(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respectedParent/Family Engagement(III-A-1. Parent/Family Engagement)Engages with families and builds collaborative, respectful relationships with them in service of student learningProfessional Reflection & Collaboration(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and developmentSeeks to participate in and contribute to a collaborative adult learning community.Qualifications - RequiredEducation: Associate’s degree or higher degree related to the subject matter and skills to be taughtEmployment experience: Four years of full-time employment experience directly related to dental assistingOccupational License/ Industry Certification:Possession of current dental assisting certificationAbility to earn a Preliminary Vocational Technical Teacher License in the appropriate subject (9-14) by achieving a passing score on the subject-specific written and performance exams and achieving a passing score on one of the literacy skills MTELs.Ability to earn Massachusetts Sheltered English Immersion (SEI) EndorsementAbility to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.Qualifications - PreferredExperience teaching in urban schools and/or an industry settingHas OSHA-10 certification or is willing to earn itPossesses industry-recognized credentials that are part of the curriculum and the ability to train students to earn those credentialsBPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).Terms: BTU, Group IPlease refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement.The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

Job Description:Boston Public Schools (BPS) seeks an exceptional Cluster Substitute Teacher who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.Cluster Substitute Teachers are those teachers assigned to a single school to cover teacher absences for ten days or fewer per absence. Assignments at the school may be subject to change daily.Reports to: Principal/Headmaster of the school.Required Teacher Competencies:Accountability for Student Achievement(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that that all students can master challenging material through effective effortAssesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacksPassionate and optimistic about their students, their content, and the teaching professionCommunicating Content Knowledge(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)Demonstrates mastery of and enthusiasm for content area and the pedagogy it requiresDemonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standardsCan convey content in creative and engaging ways that align to standardsEquitable & Effective Instruction(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic workUses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participationBuilds a productive learning environment where every student participates and is valued as part of the class communityCultural Proficiency(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respectedParent/Family Engagement(III-A-1. Parent/Family Engagement)Engages with families and builds collaborative, respectful relationships with them in service of student learningProfessional Reflection & Collaboration(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and developmentSeeks to participate in and contribute to a collaborative adult learning community.Qualifications - Required:Education: Minimum of an undergraduate college/university degree.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.Successfully complete a screening interview with the BPS Office of Human Capital.Pass a CORI/SORI criminal background check.Qualifications - Preferred:Massachusetts Teaching License in assigned content and grade level, including SEI Endorsement if applicable.Experience in a school or community setting working with children or young adults.Experience teaching in urban schools.BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.Terms: BTU, Group 2Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement.The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

Boston Public Schools seeks an exceptional English as a second language (ESL) teacher who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.Reports to: Principal/Head of schoolResponsibilitiesTeach: English as a Second Language:Provide English as a Second Language (ESL) instruction to Multilingual Learners identified as English Learners.Collaborate and communicate with the students’ content teacher(s) to align instruction and support to both the students’ English language development across all four domains and their classroom instructional needs (instructions, vocabulary, reading and writing support, and clarification of assignments).Collaborate and communicate with the school’s instructional leadership team, instructional coaches and administration to ensure ELL students receive language support and other forms of academic assistance.Assist with the oversight and delivery of ACCESSadministration.Prepare for and assist with organization of ELL student transition meetings for those ready to transition out of ELL services.Plan and deliver lessons aligned to WIDA Instructional Standards and deliver appropriate lessons for varying levels of English proficiency.Demonstrate cultural proficiency and use effective and culturally-relevant instructional practices.Integrate technology into the classroom as an instructional tool and for personal productivity.Demonstrate an understanding of and fluency using WIDA’s ELD Standards Framework and Can Do Descriptors.Assist classroom teachers in the administration of all mandated state and local assessments for English language learners whenever appropriate.Attend district and state-sponsored professional development opportunities sufficient to stay current with changes in ELL instruction and improvements in ELL teaching strategies.Core Compentencies: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Capital has identified priority skills and abilities that all BPS SISP should demonstrate.Accountability for Student Achievement (II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.Consistently defines high expectations for student learning goals and behavior.Assesses student learning regularly using a variety of assessments to measure growth, and understanding.Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.Communicating Professional Knowledge(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.Demonstrates knowledge of students’ developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.Equitable & Effective Instruction (II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)Builds a productive learning environment where every student participates and is valued as part of the class community.Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.Consistently adapts instruction, services, plans and assessments to make curriculum/ supports accessible to all students.Cultural Proficiency(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.Parent/Family Engagement (III-A-1. Parent/Family Engagement, III-B-2. Collaboration)Engages with families and builds collaborative, respectful relationships with them in service of student learning.Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.Professional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.Qualifications RequiredEducation Level: Hold a Bachelor's degree.Hold a valid Massachusetts Teaching License in ESL at the appropriate grade level.Complete state and federal guidelines in order to be fully licensed and “Highly Qualified."Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.Able to model excellent spoken and written English for students learning English in school.Qualifications PreferredExperience teaching in an urban setting.BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Cabo Verdean Creole, Haitian Creole , Chinese, Vietnamese, Portuguese, & Somali.In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).Terms: BTU, Group IPlease refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement.The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

THIS IS A LONG TERM SUB POSITION that is expected to start on 12/20/2022 and end on 6/22/2023. Please note, all substitute teachers are hired as per diem subs, even when placed in long term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub please refer to our website (http://bostonpublicschools.org/Page/1095).Boston Public Schools seeks an exceptional SPECIAL EDUCATION (SpEd) Autistic Programs TEACHER who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.REPORTS TO: Principal/HeadmasterRESPONSIBILITIES:Implement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development.Provide small-group instruction to students diagnosed with from moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development.Provide needed accommodations for student learning and testing when required. If needed, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development.Collaborate as a team member within school building in supporting other staff members to respond to student needs for modification.Provide assistance for students transitioning to adult living services where appropriate.CORE COMPETENCIES: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:Accountability for Student Achievement(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that that all students can master challenging material through effective effortAssesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacksPassionate and optimistic about their students, their content, and the teaching professionCommunicating Content Knowledge(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)Demonstrates mastery of and enthusiasm for content area and the pedagogy it requiresDemonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standardsCan convey content in creative and engaging ways that align to standardsEquitable & Effective Instruction(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic workUses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participationBuilds a productive learning environment where every student participates and is valued as part of the class communityCultural Proficiency(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respectedParent/Family Engagement(III-A-1. Parent/Family Engagement)Engages with families and builds collaborative, respectful relationships with them in service of student learningProfessional Reflection & Collaboration(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and developmentSeeks to participate in and contribute to a collaborative adult learning community.QUALIFICATIONS__REQUIRED:Education: Hold a Bachelor's degree.Hold a Massachusetts Teaching License in the appropriate content area and Severe Disabilities for the appropriate grade level.Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.QUALIFICATIONS__PREFERRED:Experience teaching in urban schools.Degree in Special Education.BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).Hold either ESL License at the appropriate level or SEI Endorsement.The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: https://www.bostonpublicschools.org/Page/6571. To see the bell schedule for every BPS school, go to: https://www.bostonpublicschools.org/Page/7017. Please note, these times may be subject to change prior to the start of the school year.The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

This vacancy is the result of a one-year long-term leave of absence, and the educator on leave retains attachment rights to this position while on leave. Hired candidates may be excessed or non-renewed from the position for the following school year. Please keep in mind that the position is for one year only.Boston Public Schools seeks an exceptional SCIENCE TEACHER (Spanish) with an SEI Endorsement who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.REPORTS TO: Principal/HeadmasterRESPONSIBILITIES:Teach: General Science in an SEI settingCreatively provide an interdisciplinary course of study that incorporates state curricular frameworks that demonstrates an understanding of the nature of science and how to develop this understanding in all students.Implement district learning goals and objectives using appropriate curriculum as identified by district Science Department.Implement research-based district curriculum that challenges students to use scientific inquiry in their learning of science concepts.Develop students' capacity to see science as a way of thinking and investigating.Administer district mid-year and end-of-year assessments in accordance with district guidelines.CORE COMPETENCIES: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:Accountability for Student Achievement(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that that all students can master challenging material through effective effortAssesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacksPassionate and optimistic about their students, their content, and the teaching professionCommunicating Content Knowledge(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)Demonstrates mastery of and enthusiasm for content area and the pedagogy it requiresDemonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standardsCan convey content in creative and engaging ways that align to standardsEquitable & Effective Instruction(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic workUses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participationBuilds a productive learning environment where every student participates and is valued as part of the class communityCultural Proficiency(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respectedParent/Family Engagement(III-A-1. Parent/Family Engagement)Engages with families and builds collaborative, respectful relationships with them in service of student learningProfessional Reflection & Collaboration(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and developmentSeeks to participate in and contribute to a collaborative adult learning community.QUALIFICATIONS__REQUIRED:Education: Hold a Bachelor's degreeAbility to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.QUALIFICATIONS__PREFERRED:Experience teaching in urban schools.Degree in relevant science field and/or EducationBPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: https://www.bostonpublicschools.org/Page/6571. To see the bell schedule for every BPS school, go to: https://www.bostonpublicschools.org/Page/7017. Please note, these times may be subject to change prior to the start of the school year.The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

Boston Public Schools seeks an exceptional Elementary and Special Education teacher with an SEI endorsement who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.Reports To: Principal/Head of SchoolResponsibilitiesTeach: Elementary General Curriculum in a setting inclusive of students with Special Needs and English Language Learners (SEI)Implement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development.Provide small-group instruction to students diagnosed with moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development.Provide needed accommodations for student learning and testing when required. If needed, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development.Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification.Core Competencies: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:Accountability for Student Achievement(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effortAssesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacksPassionate and optimistic about their students, their content, and the teaching professionCommunicating Content Knowledge(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requiresDemonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standardsCan convey content in creative and engaging ways that align to standardsEquitable & Effective Instruction(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic workUses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participationBuilds a productive learning environment where every student participates and is valued as part of the class communityCultural Proficiency(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respectedParent/Family Engagement(III-A-1. Parent/Family Engagement)Engages with families and builds collaborative, respectful relationships with them in service of student learningProfessional Reflection & Collaboration(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and developmentSeeks to participate in and contribute to a collaborative adult learning community.Qualifications - RequiredEducation Level: Hold a Bachelor’s degree.Hold a Massachusetts Teaching License in Elementary 1-6 AND Moderate Disabilities PK-8 AND either SEI Endorsement OR ESL license for the appropriate grade level.Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.Qualifications - PreferredExperience teaching in urban schools.Degree in Special EducationBPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).Terms: BTU, Group IPlease refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement.The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

Boston Public Schools seeks an exceptional Special Education Teacher of Autistic Programs with an SEI Endorsement who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.Reports To: Principal/Head of SchoolResponsibilitiesImplement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development.Provide small-group instruction to students diagnosed with from moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development.Provide needed accommodations for student learning and testing when required. If needed, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development.Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification.Provide assistance for students transitioning to adult living services where appropriate.Core Competencies: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:Accountability for Student Achievement(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effortAssesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacksPassionate and optimistic about their students, their content, and the teaching professionCommunicating Content Knowledge(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requiresDemonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standardsCan convey content in creative and engaging ways that align to standardsEquitable & Effective Instruction(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic workUses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participationBuilds a productive learning environment where every student participates and is valued as part of the class communityCultural Proficiency(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respectedParent/Family Engagement(III-A-1. Parent/Family Engagement)Engages with families and builds collaborative, respectful relationships with them in service of student learningProfessional Reflection & Collaboration(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and developmentSeeks to participate in and contribute to a collaborative adult learning community.Qualifications - RequiredEducation: Hold a Bachelor's degree.Hold a Massachusetts Teaching License in the appropriate content area and Moderate Disabilities for the appropriate grade level.Hold either ESL License at the appropriate level or SEI Endorsement.Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.Qualifications - PreferredExperience teaching in urban schools.Degree in Special Education.BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).Terms: BTU, Group IPlease refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement.The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

We are a small K0-6 school known for the remarkable racial, cultural, linguistic, and experiential diversity of its students, families, and staff. We are a close-knit community that provides a supportive, rigorous, and rich learning environment for all students to achieve their best. Over the past four years, the entire community has unified around a vision to cultivate student-centered learning environments that demand rigor, meet students’ needs, and guide students in becoming critical thinkers and problem solvers. Our professional learning opportunities, academic program, and student/family support structures all advance the school toward this shared vision. We are 2021 Blue Ribbon School and the 2020 School on the Move Prize WinnerBoston Public Schools seeks an exceptional Reading Teacher with an SEI Endorsement who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.Reports to: Principal/Head of SchoolResponsibilitiesTeach: Reading in an SEI settingCreatively provide an interdisciplinary course of study that incorporates state curricular frameworks.Be in alignment with skills and content embodied in the school’s curriculum map.Core Competencies: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:Accountability for Student Achievement(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effortAssesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacksPassionate and optimistic about their students, their content, and the teaching professionCommunicating Content Knowledge(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requiresDemonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standardsCan convey content in creative and engaging ways that align to standardsEquitable & Effective Instruction(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic workUses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participationBuilds a productive learning environment where every student participates and is valued as part of the class communityCultural Proficiency(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respectedParent/Family Engagement(III-A-1. Parent/Family Engagement)Engages with families and builds collaborative, respectful relationships with them in service of student learningProfessional Reflection & Collaboration(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and developmentSeeks to participate in and contribute to a collaborative adult learning community.Qualifications - RequiredEducation: Hold a Bachelor's degree.Hold a valid Massachusetts Teaching License in Reading (All Levels) AND either an SEI Endorsement OR ESL license at the appropriate grade level.Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.Qualifications - PreferredExperience teaching in urban schools.Degree in Education.BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).Terms: BTU, Group IPlease refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement.The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

Boston Public Schools seeks an exceptional Special Education [Mathematics] Inclusion teacher with an SEI endorsement who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.Reports to: Principal/Head of schoolResponsibilitiesImplement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development.Provide small-group instruction to students diagnosed with from moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development.Provide needed accommodations for student learning and testing when required. If needed, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development.Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification.Provide assistance to transition to adult living services as appropriate.Core Competencies: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:Accountability for Student Achievement(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effortAssesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacksPassionate and optimistic about their students, their content, and the teaching professionCommunicating Content Knowledge(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requiresDemonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standardsCan convey content in creative and engaging ways that align to standardsEquitable & Effective Instruction(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic workUses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participationBuilds a productive learning environment where every student participates and is valued as part of the class communityCultural Proficiency(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respectedParent/Family Engagement(III-A-1. Parent/Family Engagement)Engages with families and builds collaborative, respectful relationships with them in service of student learningProfessional Reflection & Collaboration(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and developmentSeeks to participate in and contribute to a collaborative adult learning community.Qualifications - RequiredEducation Level: Hold a Bachelor's degree.Hold a Massachusetts Teaching License in the appropriate content area and Moderate Disabilities for the appropriate grade level.Hold either ESL License at the appropriate level or SEI Endorsement.Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.Qualifications - PreferredExperience teaching in urban schools.Degree in Special EducationBPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).Terms: BTU, Group IPlease refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement.The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

GPA is a full service community school where teachers are expected to collaborate with partners, the community and with families to provide a wide array of services for students and their families. Gardner Pilot Academy is a full inclusion school for students with disabilities. All staff must either already possess a special education license or be in process to obtaining their special education license. All GPA faculty must also have certification to teach their specific grade level and be highly qualified by the state to teach ELL students (possess an ESL certification and SEI endorsement). GPA is a pilot school and requires a signed election to work agreement where teachers work additional hours beyond the BTU contract. All teachers are also expected to serve on at least one leadership team within the school. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools.Boston Public Schools seeks an exceptional Science Teacher with an SEI Endorsement who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.Reports to: Principal/Head of SchoolResponsibilitiesTeach: General Science in an SEI settingCreatively provide an interdisciplinary course of study that incorporates state curricular frameworks that demonstrates an understanding of the nature of science and how to develop this understanding in all students.Implement district learning goals and objectives using the appropriate curriculum as identified by district Science Department.Implement research-based district curriculum that challenges students to use scientific inquiry in their learning of science concepts.Develop students' capacity to see science as a way of thinking and investigating.Administer district mid-year and end-of-year assessments in accordance with district guidelines.Core Competencies: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:Accountability for Student Achievement(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effortAssesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacksPassionate and optimistic about their students, their content, and the teaching professionCommunicating Content Knowledge(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requiresDemonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standardsCan convey content in creative and engaging ways that align to standardsEquitable & Effective Instruction(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic workUses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participationBuilds a productive learning environment where every student participates and is valued as part of the class communityCultural Proficiency(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respectedParent/Family Engagement(III-A-1. Parent/Family Engagement)Engages with families and builds collaborative, respectful relationships with them in service of student learningProfessional Reflection & Collaboration(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and developmentSeeks to participate in and contribute to a collaborative adult learning community.Qualifications - RequiredEducation: Hold a Bachelor's degreeHold a Massachusetts Teaching License in General Science at the appropriate grade level.Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.Qualifications - PreferredExperience teaching in urban schools.Either SEI Endorsement OR dual certification in ESL.Degree in a relevant science field and/or EducationBPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).Terms: BTU, Group IPlease refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement.The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

The BTU Specialist will provide support to the students with disabilities enrolled in the Inclusion Strand and other students placed at risk within the school(s). The support services that the Specialist will provide will be determined by the needs of the students and the specifications developed collaboratively by the Principal(s)/Head of School(s) and Office of Special Education (OSE).Reports to: Principal(s)/Head of School(s) or OSE Program Director (in certain schools) with support from OSEResponsibilitiesProvide specific support services, appropriate for the students enrolled in this strand and other students placed at risk, defined collaboratively by the Principal/Head of School and OSEProvide support services to individual students, small groups, and class groups, as defined in IEPs or Service Team Action PlansCollaborate in planning and service delivery with Principal(s)/Head of School(s), HSS Teachers, Special Education Coordinators, Special Education Program Directors, and other school staff and administratorsProvide case management and liaison with other school, district, and community-based providersParticipate as members of Service Teams and Evaluation TeamsProvide consultation and professional development to colleaguesCore Competencies: Using the Rubric of Specialized Support Instructional Personnel (SSIP), the Office of Human Capital has identified priority skills and abilities that all BPS SSIP should demonstrate.Accountability for Student Achievement(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.Consistently defines high expectations for student learning goals and behavior.Assesses student learning regularly using a variety of assessments to measure growth, and understanding.Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.Communicating Professional Knowledge(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.Demonstrates knowledge of students’ developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.Equitable & Effective Instruction(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)Builds a productive learning environment where every student participates and is valued as part of the class community.Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.Consistently adapts instruction, services, plans, and assessments to make curriculum/ supports accessible to all students.Cultural Proficiency(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.Parent/Family Engagement (III-A-1. Parent/Family Engagement, III-B-2. Collaboration)Engages with families and builds collaborative, respectful relationships with them in service of student learning.Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.Professional Reflection & Collaboration(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.Qualifications RequiredHolds a Moderate or Severe Disabilities License from the State of Massachusetts (depending on school).Experience teaching and/or working with students with special needs, ideally in an inclusion setting.Experience delivering these support services to students with disabilities.Ability to meet the BPS Standards of Effective Practice as outlined above.Qualification-PreferredHold a Sheltered English Immersion (SEI) Endorsement and/or English as a Second Language (ESL) teaching license.Master’s Degree in special education or an appropriately related field.Experience in the Boston Public Schools.Experience working in urban public schools.BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.Terms: BTU, Group IPlease refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement.The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

Boston Public Schools seeks an exceptional SCIENCE TEACHER with an SEI Endorsement who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.REPORTS TO: Principal/HeadmasterRESPONSIBILITIES:Teach: General Science in an SEI settingCreatively provide an interdisciplinary course of study that incorporates state curricular frameworks that demonstrates an understanding of the nature of science and how to develop this understanding in all students.Implement district learning goals and objectives using appropriate curriculum as identified by district Science Department.Implement research-based district curriculum that challenges students to use scientific inquiry in their learning of science concepts.Develop students' capacity to see science as a way of thinking and investigating.Administer district mid-year and end-of-year assessments in accordance with district guidelines.CORE COMPETENCIES: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:Accountability for Student Achievement(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that that all students can master challenging material through effective effortAssesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacksPassionate and optimistic about their students, their content, and the teaching professionCommunicating Content Knowledge(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)Demonstrates mastery of and enthusiasm for content area and the pedagogy it requiresDemonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standardsCan convey content in creative and engaging ways that align to standardsEquitable & Effective Instruction(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic workUses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participationBuilds a productive learning environment where every student participates and is valued as part of the class communityCultural Proficiency(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respectedParent/Family Engagement(III-A-1. Parent/Family Engagement)Engages with families and builds collaborative, respectful relationships with them in service of student learningProfessional Reflection & Collaboration(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and developmentSeeks to participate in and contribute to a collaborative adult learning community.QUALIFICATIONS__REQUIRED:Education: Hold a Bachelors degreeHold a Massachusetts Teaching License in General Science at the appropriate grade level AND either SEI Endorsement OR dual certification in ESL.Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.QUALIFICATIONS__PREFERRED:Experience teaching in urban schools.Degree in relevant science field and/or EducationBPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).Terms: BTU, Group IPlease refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: https://www.bostonpublicschools.org/Page/6571. To see the bell schedule for every BPS school, go to: https://www.bostonpublicschools.org/Page/7017. Please note, these times may be subject to change prior to the start of the school year.The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

Boston Public Schools seeks an exceptional Mathematics Teacher with an SEI Endorsement who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.Reports to: Principal/Head of SchoolResponsibilitiesTeach: Mathematics in an SEI settingCore Competencies: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:Accountability for Student Achievement(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that all students can master challenging material through effective effortAssesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacksPassionate and optimistic about their students, their content, and the teaching professionCommunicating Content Knowledge(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requiresDemonstrates understanding of how the subject matter applies in real-world settings and connects to other content areas and relevant standardsCan convey content in creative and engaging ways that align to standardsEquitable & Effective Instruction(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic workUses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participationBuilds a productive learning environment where every student participates and is valued as part of the class communityCultural Proficiency(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respectedParent/Family Engagement(III-A-1. Parent/Family Engagement)Engages with families and builds collaborative, respectful relationships with them in service of student learningProfessional Reflection & Collaboration(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and developmentSeeks to participate in and contribute to a collaborative adult learning community.Qualifications - RequiredEducation: Hold a Bachelor's degree.Hold a Massachusetts Teaching License in Mathematics at the appropriate grade level and either an SEI endorsement or dual certification in ESL.Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.Qualifications - PreferredExperience teaching in urban schools.BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).Terms: BTU, Group IPlease refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement.The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

Boston Public Schools seeks an exceptional Special Education teacher with an SEI Endorsement who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity, and innovation and respects their skills and abilities as a teacher.Reports to: Principal/Head of SchoolResponsibilitiesImplement district learning goals and objectives, in alignment with state frameworks, having familiarity in identifying access points for student portfolio development.Provide small-group instruction to students diagnosed with from moderate to severe cognitive delays to ensure understanding and progress in the general curriculum.Write and implement goals and objectives consistent with student Individualized Education Plans (IEPs) and provide timely and regular progress reports on student development.Provide needed accommodations for student learning and testing when required. If needed, develop and implement curriculum, and collect and analyze student work in preparation for MCAS Alternative Assessment to assure progress and development.Collaborate as a team member within the school building in supporting other staff members to respond to student needs for modification.Provide assistance for students transitioning to adult living services where appropriate.Core Competencies: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Capital has identified priority skills and abilities that all BPS SISP should demonstrate.Accountability for Student Achievement(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.Consistently defines high expectations for student learning goals and behavior.Assesses student learning regularly using a variety of assessments to measure growth, and understanding.Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.Communicating Professional Knowledge(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.Demonstrates knowledge of students’ developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.Equitable & Effective Instruction(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)Builds a productive learning environment where every student participates and is valued as part of the class community.Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.Consistently adapts instruction, services, plans, and assessments to make curriculum/ supports accessible to all students.Cultural Proficiency(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.Parent/Family Engagement(III-A-1. Parent/Family Engagement, III-B-2. Collaboration)Engages with families and builds collaborative, respectful relationships with them in service of student learning.Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.Professional Reflection & Collaboration(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.Qualifications - RequiredEducation: Hold a bachelor's degree.Hold a Massachusetts Teaching License in Moderate Disabilities for the appropriate grade level.Hold either ESL License at the appropriate level or SEI Endorsement.Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.Ability to meet the BPS Standards of Effective Practice as outlined above.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.Qualification-PreferredExperience teaching in urban schools.Degree in Special Education.BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).Terms: BTU, Group IPlease refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement.The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

Boston Public Schools seeks an exceptional Clinical Coordinator who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation and respects their skills and abilities as an education professional.The Clinical Coordinator will be responsible for the therapeutic environment including individual, group, and family therapy, and when needed, crisis intervention. In addition, acting as liaison for family, school, and medical personnel. He/she will also be responsible for the Individual Educational Plan (IEP) State and Federal requirements and identifying measurable goals and intervention plans.Reports to: Principal/Head of SchoolResponsibilitiesProvides therapeutic, individual, small group, and family counseling.Assists the Special Education Director, in carrying out Chapter 766 responsibilities required for the social/ emotional well-being of students referred for services in the Emotional Impairment Strand.Facilitates of the Emotional Impairment Strand Team meetings and is responsible for follow-through plans and any subsequent actions.Evaluates the performance of individual student behavioral plans and the subsequent performance of professional staff regarding their implementation of behavioral plans.Oversees the development and coordination of goals and objectives and distribution of instructional materials regarding the therapeutic environment.Ensures the maintenance of timely and accurate student records.Maintains responsive lines of communication between students/parents, and students/staff involved in the Emotional Impairment Strand.Collaborates with other departments and service providers within the school to ensure the appropriate therapeutic setting for the Emotional Impairment Strand.Performs other related duties as requested by the Head of School and Special Education Director.Core Competencies: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Capital has identified priority skills and abilities that all BPS SISP should demonstrate.Accountability for Student Achievement(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.Consistently defines high expectations for student learning goals and behavior.Assesses student learning regularly using a variety of assessments to measure growth, and understanding.Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.Communicating Professional Knowledge(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.Demonstrates knowledge of students’ developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.Equitable & Effective Instruction(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)Builds a productive learning environment where every student participates and is valued as part of the class community.Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.Consistently adapts instruction, services, plans, and assessments to make curriculum/ supports accessible to all students.Cultural Proficiency(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.Parent/Family Engagement (III-A-1. Parent/Family Engagement, III-B-2. Collaboration)Engages with families and builds collaborative, respectful relationships with them in service of student learning.Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.Professional Reflection & Collaboration(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.Qualifications RequiredCurrent MA Board of Registration Social Worker license (LSW, LCSW or LICSW) OR Psychologist license OR Mental Health Clinician license (LMHC)Active and valid MA DESE School Social Worker/School Adjustment Counselor (All Levels), School Guidance Counselor (at the appropriate level), or School Psychologist (All Levels).Master's Degree in Clinical Psychology, Social Work, Counseling, or a related fieldMinimum of three years of professional experience working with at-risk youthAbility to meet the BPS Standards of Effective Practice as outlined aboveStrong interpersonal skills to work with schools, students, parents, and community-based agenciesClinical therapy working with adolescentsStrong interpersonal skills and personal characteristics necessary for working effectively with students, teachers, administrators, and parentsAbility to establish a multicultural atmosphere that enhances individual growth and promotes a positive self-imageCurrent authorization to work in the United States - Candidates must have such authorization by their first day of employmentQualification-PreferredCommitment to working with parents and students as partners in education.Belief that all students can learn and become socially responsible.Respect for all children and their families.BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.Terms: BTU Group IPlease refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement.The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

Boston Public Schools seeks an exceptional Early Childhood Teacher with an SEI endorsement who is highly qualified and knowledgeable to join our community of teachers, learners, and leaders. This is an exciting opportunity for teachers who desire to serve where their efforts matter. In BPS, the teachers and leaders are committed to the vision of high expectations for achievement, equal access to high levels of instruction, the achievement of academic proficiency for all students, and the closing of the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities as a teacher.Reports to: Principal/Head of SchoolResponsibilitiesTEACH: Early Childhood (Grades PK-2) in an SEI environmentImplement district learning goals and objectives using the Opening The World of Learning (OWL) curriculum, in alignment with state frameworks.Create a developmentally appropriate, child-centered environment that establishes positive student behavioral expectations conducive to all learners' needs through structured routines, and positive behavioral interventions.Establish classroom structure that values relationships between child to child, child to curriculum, teacher to child, teacher to families and communities, and classrooms to schools through the intentional implementation of appropriate curriculum.Core Competencies: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Capital has identified priority skills and abilities that all BPS SISP should demonstrate.Accountability for Student Achievement (II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.Consistently defines high expectations for student learning goals and behavior.Assesses student learning regularly using a variety of assessments to measure growth, and understanding.Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.Communicating Professional Knowledge(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.Demonstrates knowledge of students’ developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.Equitable & Effective Instruction (II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)Builds a productive learning environment where every student participates and is valued as part of the class community.Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.Consistently adapts instruction, services, plans, and assessments to make curriculum/ supports accessible to all students.Cultural Proficiency(II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment)Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.Parent/Family Engagement (III-A-1. Parent/Family Engagement, III-B-2. Collaboration)Engages with families and builds collaborative, respectful relationships with them in service of student learning.Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.Professional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.Qualifications - RequiredEducation: Hold a bachelor's degree.Hold a valid Massachusetts Teaching License for Early ChildhoodHold a valid Massachusetts SEI Endorsement OR dual certification in ESLMeet all state and federal guidelines in order to be fully licensed and Highly Qualified.Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.Qualifications-PreferredExperience teaching in urban schools.Degree in Early Childhood or Education.Familiarity with the TERC Investigations Math CurriculumBPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.In order to best serve all students, BPS prefers all core content teachers to be certified in their subject area and one or both of the following: Moderate Disabilities, English as a Second Language (at the appropriate grade level(s)).Terms: BTU, Group IPlease refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement.The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

THIS IS A LONG TERM SUB POSITION that is expected to start on 12/7/22 and end on 6/22/23. Please note, all substitute teachers are hired as per diem subs, even when placed in long term assignments. All substitutes begin at the per diem rate of pay.To be considered for this position, candidates must also apply to the School Librarian [Candidate Pool Posting] (SY22-23) and be screened through the Central Office screening process.Boston Public Schools seeks an exceptional SCHOOL LIBRARIAN who is highly qualified and knowledgeable to join our community of teachers, learners and leaders. This is an exciting opportunity for librarians who desire to serve where their efforts matter. In BPS, teachers and leaders are committed to the vision of high expectations, equal access to high levels of instruction, academic proficiency for all students, and closing the achievement gap among subgroups within the schools. BPS is a great place for those who seek to work in an environment that supports their creativity and innovation, and respects their skills and abilities.Reports to: Principal/HeadmasterResponsibilities:Creates a caring and safe environment where students are consistently engaged in meaningful learning activities.Works effectively with colleagues as a team member in planning and implementing appropriate and meaningful learning activities.Communicates effectively with parents and colleagues both orally and in writing.Provides leadership on committees, organizations and/or projects beyond the classroom.Believes and works to implement the educational philosophy that all children can achieve high standards.CORE COMPETENCIES: Using the Rubric of Effective Teaching, the Office of Human Capital has identified priority skills and abilities that all BPS teachers should possess:Accountability for Student Achievement(II-A-1. Quality of Effort and Work, II-D-2. High Expectations, I-B-2. Adjustments to Practice)Sets ambitious learning goals for all students, creates cognitively demanding tasks, and models the belief that that all students can master challenging material through effective effortAssesses students’ understanding regularly with ambitious learning goals in mind and takes ownership of making necessary adjustments to instruction to reach goals despite setbacksPassionate and optimistic about their students, their content, and the teaching professionCommunicating Content Knowledge(I-A-1. Subject Matter Knowledge, I-A-4. Well-Structured Lessons)Demonstrates mastery of and enthusiasm for content area and the pedagogy it requiresDemonstrates understanding for how the subject matter applies in real-world settings and connects to other content areas and relevant standardsCan convey content in creative and engaging ways that align to standardsEquitable & Effective Instruction(II-A-3. Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment)Scaffolds and differentiates instruction in order for all students to do complex thinking and rigorous academic workUses instructional practices that are likely to challenge, motivate, and engage all students and facilitate equitable, active student participationBuilds a productive learning environment where every student participates and is valued as part of the class communityCultural Proficiency(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respectedParent/Family Engagement(III-A-1. Parent/Family Engagement)Engages with families and builds collaborative, respectful relationships with them in service of student learningProfessional Reflection & Collaboration(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration)Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and developmentSeeks to participate in and contribute to a collaborative adult learning community.Qualifications__Required:Education: Hold a Bachelor's degree.Hold a valid Massachusetts School Librarian/Library License (All Levels).Meet all state and federal guidelines in order to be fully licensed and Highly Qualified.Ability to meet the Standards of Effective Teaching established by the Boston Public Schools as outlined above.Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.Qualifications__Preferred:BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.Please refer to www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. To learn more about ELT at BPS and whether or not this school is a "Schedule A" ELT school, check here: https://www.bostonpublicschools.org/Page/6571. To see the bell schedule for every BPS school, go to: https://www.bostonpublicschools.org/Page/7017. Please note, these times may be subject to change prior to the start of the school year.The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.